Counting Sides and Corners of Shapes

K.G.1

“Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.”

Part 3's questions locate shapes by position: above the shelf, beside the shelf, on the rug below the clock.

K.G.2

“Correctly name shapes regardless of their orientations or overall size.”

Naming runs through Parts 1 to 3, from bare outlines to a clock, a party hat, and a soccer ball inside a scene.

K.G.3

“Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").”

Part 1 is this standard directly: circle and triangle are flat, cube and sphere are solid.

K.G.4

“Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).”

Part 2 counts sides and corners on the triangle, square, and hexagon using exactly the informal language the standard describes.

K.G.5

“Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.”

Part 4 is drawing-based modeling: students draw the diagonal inside the rectangle and draw two joined squares.

K.G.6

“Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"”

Question 4 composes a rectangle from two triangles, mirroring the standard's own example, and question 5 composes a rectangle from two squares.